A 3.2 Lesson Plan Deconstruction Graphic Organizer
Collaborators
Deanne May
Wendy Pitts
Dr. M.
||
Graphic Organizer: Classroom-Library Lesson Plan Deconstruction
Lesson Plan Deconstruction – A.3.2 Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.
A graphic organizer differs from a worksheet in several important ways.
Worksheet
Graphic Organizer
One correct response for each question or blank
A diversity of responses can be correct
Formal test-like quality to practice or assess knowledge
Not standardized, more open-ended
Usually does not include teaching (new information)
Can include new information to capitalize on instructional potential
Less flexibility
Greater differentiation and support for ELLs and special education students
Does not always stimulate higher-order thinking skills
More likely to provoke higher-order thinking due to open-endedness of the possible responses
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important: 1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black! 2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Reading Comprehension Strategy:
Instructional Level:
Planning
· Reading Comprehension Strategy (RCS)
v Name the RCS. Using Sensory Images
Which indicator applies to using sensory images, this specific RCS (not to this lesson)? See RCS and S4L Alignment Matrix - http://storytrail.com/Impact/matrix.htm
v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. § Indicator 1.1.2: Use prior and background knowledge as context for new learning. § Indicator 1.1.6: Read, view, and listen for information presented in any format. § 3.1.3 : Use writing and speaking skills to communicate new understandings effectively. § 3.2.3: Demonstrate teamwork by working productively with others. § 4.4.4: Interpret new information based on cultural and social context.
· Reading Development Level
Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.
· Instructional Strategies
Review these strategies on page 13 in CS4TRC.
v Which of these research-based instructional strategies have you used in your teaching? Name them. In my teaching I have used the strategies of identifying similarities and differences, summarizing and note taking, nonlinguistic representation, cooperative learning, setting objectives and providing feedback, and questions, cues, and advance organizers. Good. In my teaching I have used strategies of identifying similarities and differences (usually through the Venn diagram), summarizing and note taking, nonlinguistic representation, cooperative learning, setting objectives and providing feedback, think aloud strategies and questions cues and advance organizers. Though as a substitute teacher for the past three years I very often come in during the middle of a lesson so for me the process does not have a smooth flow even though it does for students. Quite often we will be providing feedback and the next day with different students we will be setting objectives.
Good. This idea of coming in in the middle as a substitute teacher can be applied to the situation of a librarian who comes in in the middle of the lesson to teach how to use the databases, but has no investment/understanding of the entire lesson/unit. Not ideal for sure.
v Which of these instructional strategies do you need to learn? Name them and describe them. One strategy I need to learn about further is the think-aloud strategy. This is a research-base practice that makes the invisible cognitive processes of reading "visible" to students (Moreillon, 13). While using this strategy, students actually verbalize what they are thinking as they read so they (and others) can hear their own thoughts and identify specific areas of struggle. Research has shown that people learn better when they are more aware of their own thinking processes (Moreillon, 13), which is why this strategy is beneficial. I don't think I need to work on any strategies just using the strategies with a flow. What I really need to work on is lesson flow and continuity; as a substitute I have gotten away from this because each strategy is used in isolation. For example, I usually use the think aloud strategy most often in math not reading. Good. While think-alouds can be applied to students, they are mostly used by educators. The research-based instructional strategies referenced here are for students to practice in order to improve their achievement (on standardized tests) and hopefully improve their learning more broadly.
Advanced organizers are often overlooked... They provide students with background knowledge if they lack it. Admit Slips and Anticipation Guides are two such graphic organizers.
· Lesson Length
v What are your questions about the lesson length? You must have at least one. The lesson length is described as “2 sessions,” exactly how long is a session? 45 minutes? 1 hour? I have the same question, how long is a session? How do you handle student groups finishing at different rates? Also would it be productive to have a pre-lesson? Most of the students in San Antonio have limited to no experience with snowy woods and owls. Would it be helpful to bridge those images with things they know like corn fields and hawks before the lesson?
On page 15, a session is described as approximately 45 minutes of instructional time. With two educators, it is somewhat easier to work with students finishing at different times. In the library, my solution has always been to have another resource available to students which they could use to practice the same strategy.
In this lesson, the goal of the Owling Admit Slip is to provide students with a bit of background knowledge. If collaborators don't feel that is enough, they would modify the lesson to meet the needs of their students.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
· Purpose
v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson’s purpose is “to read a fictional text, visualize, identify sensory imagery, and compose a persuasive paragraph.” The purpose of this lesson connect to my idea of what type of instruction should take place in a library in that it brings together the reading of literature with reading comprehension strategies as well as an element of writing. This lesson encompasses many elements of the language arts curriculum that should be taking place in an elementary school library. Any type of reading is connected to the instruction that “should” take place in the library, however, if this lesson was taught in the classroom then extended in the library that would get around the fixed library schedule.
Agreed. I believe school librarians do themselves, the library program, and the profession a disservice when they define their work in terms of a narrow definition of "information literacy.”
v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example:
Objective
Verb
Level on Bloom’s
Utilize their senses to vicariously experience an (unfamiliar) event.
Utilize
Comprehension or Understanding
Identify and record the senses used by the characters.
Identify
Knowledge or Remembering
Analyze the text for the author’s use of figurative language.
Analyze
Analysis or Analyzing
Synthesize information in order to compose a persuasive paragraph that uses evidence and figurative language from the text. Self-assess their persuasive paragraphs using a rubric.
Synthesize Appraise
Synthesis or Evaluating
Extensions – students can create a poem about owling
Create
Evaluation or Creating
Agreed. Notice that students are working at various levels on Bloom's within the same lesson(s).
· Resources, Materials, and Equipment Children’s Literature Owl Moon by Jane Yolen Websites www.owling.com Graphic Organizers Admit Slip, Category Matrix, Sample Persuasive Paragraph, Persuasive Paragraph Rubric Materials Train Whistle Equipment Overhead, Data Projector, or Interactive Whiteboard
v Which are the different formats or genres used to support learners? Listening to the sounds of owls via the website and discussing the figurative language supports auditory learners while closing one’s eyes and visualizing elements of the story and reading the story with a partner supports visual learners. Tactile learners can process facts by keeping tallies of which senses are used. Cooperative learning helps all learners by using strengths of partnerships. Agreed. v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Listening to the sounds of owls via the website utilizes technology to bring the story to life for the students. Technology can also be used for extensions, poems can be compiled on a website or wiki, perhaps students my wish to look for owl habitat information on the web. Agreed. There are numerous extensions to this lesson that could integrate technology tools.
· Collaboration
v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. This lesson maximizes the benefits of two educators co-teaching in that during the Presentation phase, both educators can model what will soon be taking place between pairs of students. Using two adults to model is much more effective than one educator attempting to explain what is expected of the students or one educator using a student volunteer, who does not have a clear understanding of what is expected. Another way this lesson benefits from collaboration is that there are two educators to monitor students at all phases and to offer one-on-one support as needed, which will lead to students receiving more individualized attention. The think aloud strategy which helps learners be aware of their own thinking process may feel more “natural” when modeling lesson for students instead of just trying to explain process. Yes! Having two educators to model and monitor is ideal particularly for teaching/learning a challenging strategy (using sensory images) through a sophisticated concept (figurature language).
· Assessment
v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. The Category Matrix graphic organizer will be assessed during this lesson as well as the students’ individual persuasive paragraphs, which will be evaluated with the aforementioned rubric. The reflection portion of the lesson also helps students be aware of their own thinking process an important tool for learners. Agreed. Educators must establish levels of achievement when using graphic organizers as assessment tools. Brava for including reflection as a self-assessment.
v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students are given the opportunity to self-assess their persuasive paragraph using the rubric prior to submitting it for grading by the teacher. The reflection portion of the lesson is also a self-assessing tool. Agreed.
· Standards Reading and/or writing comprehend; vocabulary; determine the meaning of figurative language (similes); write persuasive text; paraphrase information; use literal and figurative language; use evidence from a text Listening and speaking effectively listen and speak Other content areas Tally marks are visual representations of numbers (math) Information literacy recognize the need for information; develop and use successful strategies for locating information; organize for practical application; use information ethically; integrate information into one’s own knowledge Educational technology Students can pursue personal interest and find more information on owls or owl habitats
Agreed. I would choose these TEKS for this lesson;
v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. TEKS - English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. *Copied from TEA website http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html “(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery.”
“(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and (E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.”
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
I would select fewer S4L indicators: See my choices at: http://storytrail.com/Impact/Chapter_4/main3.htm v Which AASL indicators align with this lesson? Give both the number and the description for each. § Indicator 1.1.2: Use prior and background knowledge as context for new learning. § Indicator 1.1.4: Find, evaluate, and select appropriate sources to answer questions. § Indicator 1.1.6: Read, view, and listen for information presented in any format. § Indicator 1.1.9: Collaborate with others to broaden and deepen understanding. § Indicator 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. § Indicator 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. § 3.1.2: Participate and collaborate as members of a social and intellectual network of learners. § 3.1.3: Use writing and speaking skills to communicate new understandings effectively. § 3.2.1: Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. § 3.2.3: Demonstrate teamwork by working productively with others. § 3.3.7: Respect the principles of intellectual freedom § 4.4.4: Interpret new information based on cultural and social context.
Implementation
· Process Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
v Will this invitation to learn be effective in capturing students’ interest? Why or why not? The Motivation phase on Day 1 of this lesson plan involves students listening to an owl call via an owling website. This should capture students’ interest in that most elementary-aged students are intrigued by animals; hearing the actual call of an animal they are reading about should capture their interest. The Motivation phase on Day 2 of the lesson involves students voting on the most persuasive paragraph; this should also capture students’ interest. Students enjoy voting and making their opinion known, when they feel they have a say in the final outcome, they are more likely to be interested in participating. I think any learning using our senses intrigues students since it is not the same old “read the book and answer the questions” type of work. Engaging the senses is powerful for all learners. And since using sensory images is the strategy we are teaching...
v What are your ideas to increase student buy-in to this lesson? Give at least one. Because Owl Moon is illustrated, I think students would be interested in seeing actual photographs of owls to enhance their visualization throughout the lesson. Use your knowledge of students to make lesson meaningful to them. For example, if you know students will be going to the zoo on a field trip you can talk about what owls are part of the zoo's population and tell them we are going to be learning more about owls before they go. Another way would be to get someone from the zoo to come in and talk to students – this could be related to school wide animal books and lessons.
Agreed. Never let a published lesson plan limit your creativity.
Student-friendly Objectives o Day 1 § Read Owl Moon with a partner. § Identify and use tally marks to record the senses used by the characters. § Identify and quote similes and metaphors that relate to each sense.
o Day 2 § Compose a persuasive paragraph that uses evidence from the text and quoted or original figurative language. § Self-assess with the rubric. v Are these objectives at the instructional level of the targeted students? Give an example. These objectives follow along with the standards set by AASL. For example for standard 1.1.2 students should be able to, “Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.” (AASL, 19).
v Are there terms in these objectives that may need to be taught to students? Give an example. Students may need to be taught (or reminded) about the meaning and differences between similes and metaphors.
Agreed and that would be a natural part of this lesson. Educators can review these terms as they model.
Presentation
v Describe the modeling aspect of this lesson. On Day 1 of the lesson, the collaborating educators model the visualization that is expected to take place between the partners. On Day 2, the educators role-play a discussion of the predominant sense used in owling. Educators model behaviors expected of students throughout the lesson.
Agreed.
v How are the benefits of two or more educators maximized in the presentation component? This lesson maximizes the benefits of two educators co-teaching in that during the Presentation phase, both educators can model what will soon be taking place between pairs of students. Using two adults to model is much more effective than one educator attempting to explain what is expected of the students or one educator using a student volunteer, who does not have a clear understanding of what is expected. By modeling behavior educators show students instead of tell students which is a much more effective teaching tool.
Agreed. Modeling and think-alouds are key components of "how-to" strategy lessons. We should use them regardless of the content we are teaching in order to help learners follow our thinking processes.
Student Participation Procedures or Student Practice Procedures o Day 1 § Take turns reading one page at a time and listening/visualizing the story. § Take turns recording sense used by making tally marks. § Take turns quoting simile/metaphor quotes on a shared graphic organizer. o Day 2 § Review category matrix. § Discuss the sense used in owling with partner. § Compose an individual persuasive paragraph that uses evidence from the text and similes or metaphors to convince the reader that one sense is predominantly used in owling. § Self-assess the paragraph using the rubric.
v Are the directions clear? Give an example. The directions in the Student Practice Procedures are very clear. For example, it states to “take turns reading one page at a time and listening/visualizing the story;” this prevents any confusion or arguments erupting from how often each student should read.
Posting the objectives or procedures is also beneficial for both student and educator reference.
Guided Practice
v How are the benefits of two or more educators maximized in the guided practice component? During the guided practice component, there are two educators to monitor students at all phases and to offer one-on-one support as needed, which will lead to students receiving more individualized attention. More individualized attention allows educators the ability to field any questions and/or problems that come up.
Two educators monitoring during writing activities is a huge advantage in coteaching.
Closure
v Are students active in the closure component? What are students doing for closure? Students are active during the closure component. On Day 1, students share their tally marks, similes, and metaphors. On Day 2, students share their persuasive paragraphs and vote as a class as to which sense is most important in owling. I like how the students are doing something active for closure and not just listening to the educators, this gives students the opportunity to engage in closure process instead of just processing.
Agreed. Reflection
v How is the reflection component related to the learning objectives? The reflection component is related to the learning objectives in that it reflects on visualizing techniques and discusses how figurative language increases the effectiveness of sensory images, all of which are described in the objectives portion of the lesson. The reflection portion of the lesson allows for the “summing up” of the lesson it's a chance to check in and make sure all objectives were met.
Agreed. Educators often summarize for students. We should make sure that students are active in both the closure and reflection portions of classroom-library collaborative lessons.
· Extensions
v What are your other ideas for extensions to this lesson? Describe at least one. One extension to this lesson would be for students to write and illustrate their own simile/metaphor booklet related to nature. This would connect to both the figurative language aspect of the lesson as well as the nature element in Owl Moon. Another extension would be to bring in other content areas (Science) and find out things about owl habitats. This would connect the book to each reader by letting the students explore the question, “Where would be a good place for me to go owling?”
Brava for your extension ideas and for your thoughtful analysis of this lesson.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details.
A 3.2 Lesson Plan Deconstruction Graphic Organizer
Collaborators
- Deanne May
- Wendy Pitts
- Dr. M.
||Deconstruction
Lesson Plan Deconstruction – A.3.2
Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.
A graphic organizer differs from a worksheet in several important ways.
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important:
1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black!
2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response.
3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Reading Comprehension Strategy:
Instructional Level:
Planning
· Reading Comprehension Strategy (RCS)
v Name the RCS. Using Sensory Images
Which indicator applies to using sensory images, this specific RCS (not to this lesson)? See RCS and S4L Alignment Matrix - http://storytrail.com/Impact/matrix.htm
v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
§ Indicator 1.1.2: Use prior and background knowledge as context for new learning.
§ Indicator 1.1.6: Read, view, and listen for information presented in any format.
§ 3.1.3 : Use writing and speaking skills to communicate new understandings effectively.
§ 3.2.3: Demonstrate teamwork by working productively with others.
§ 4.4.4: Interpret new information based on cultural and social context.
· Reading Development Level
Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows:
Emerging: Grades K-1
Advancing: Grades 2-3
Advanced: Grades 4-6
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.
· Instructional Strategies
Review these strategies on page 13 in CS4TRC.
v Which of these research-based instructional strategies have you used in your teaching? Name them. In my teaching I have used the strategies of identifying similarities and differences, summarizing and note taking, nonlinguistic representation, cooperative learning, setting objectives and providing feedback, and questions, cues, and advance organizers.
Good.
In my teaching I have used strategies of identifying similarities and differences (usually through the Venn diagram), summarizing and note taking, nonlinguistic representation, cooperative learning, setting objectives and providing feedback, think aloud strategies and questions cues and advance organizers. Though as a substitute teacher for the past three years I very often come in during the middle of a lesson so for me the process does not have a smooth flow even though it does for students. Quite often we will be providing feedback and the next day with different students we will be setting objectives.
Good. This idea of coming in in the middle as a substitute teacher can be applied to the situation of a librarian who comes in in the middle of the lesson to teach how to use the databases, but has no investment/understanding of the entire lesson/unit. Not ideal for sure.
v Which of these instructional strategies do you need to learn? Name them and describe them. One strategy I need to learn about further is the think-aloud strategy. This is a research-base practice that makes the invisible cognitive processes of reading "visible" to students (Moreillon, 13). While using this strategy, students actually verbalize what they are thinking as they read so they (and others) can hear their own thoughts and identify specific areas of struggle. Research has shown that people learn better when they are more aware of their own thinking processes (Moreillon, 13), which is why this strategy is beneficial.
I don't think I need to work on any strategies just using the strategies with a flow. What I really need to work on is lesson flow and continuity; as a substitute I have gotten away from this because each strategy is used in isolation. For example, I usually use the think aloud strategy most often in math not reading.
Good. While think-alouds can be applied to students, they are mostly used by educators. The research-based instructional strategies referenced here are for students to practice in order to improve their achievement (on standardized tests) and hopefully improve their learning more broadly.
Advanced organizers are often overlooked... They provide students with background knowledge if they lack it. Admit Slips and Anticipation Guides are two such graphic organizers.
· Lesson Length
v What are your questions about the lesson length? You must have at least one. The lesson length is described as “2 sessions,” exactly how long is a session? 45 minutes? 1 hour?
I have the same question, how long is a session? How do you handle student groups finishing at different rates? Also would it be productive to have a pre-lesson? Most of the students in San Antonio have limited to no experience with snowy woods and owls. Would it be helpful to bridge those images with things they know like corn fields and hawks before the lesson?
On page 15, a session is described as approximately 45 minutes of instructional time. With two educators, it is somewhat easier to work with students finishing at different times. In the library, my solution has always been to have another resource available to students which they could use to practice the same strategy.
In this lesson, the goal of the Owling Admit Slip is to provide students with a bit of background knowledge. If collaborators don't feel that is enough, they would modify the lesson to meet the needs of their students.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
· Purpose
v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson’s purpose is “to read a fictional text, visualize, identify sensory imagery, and compose a persuasive paragraph.” The purpose of this lesson connect to my idea of what type of instruction should take place in a library in that it brings together the reading of literature with reading comprehension strategies as well as an element of writing. This lesson encompasses many elements of the language arts curriculum that should be taking place in an elementary school library.
Any type of reading is connected to the instruction that “should” take place in the library, however, if this lesson was taught in the classroom then extended in the library that would get around the fixed library schedule.
Agreed. I believe school librarians do themselves, the library program, and the profession a disservice when they define their work in terms of a narrow definition of "information literacy.”
· Objectives
Review Bloom’s Taxonomy: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example:
Self-assess their persuasive paragraphs using a rubric.
Appraise
Agreed. Notice that students are working at various levels on Bloom's within the same lesson(s).
· Resources, Materials, and Equipment
Children’s Literature Owl Moon by Jane Yolen
Websites www.owling.com
Graphic Organizers Admit Slip, Category Matrix, Sample Persuasive Paragraph, Persuasive Paragraph Rubric
Materials Train Whistle
Equipment Overhead, Data Projector, or Interactive Whiteboard
v Which are the different formats or genres used to support learners? Listening to the sounds of owls via the website and discussing the figurative language supports auditory learners while closing one’s eyes and visualizing elements of the story and reading the story with a partner supports visual learners.
Tactile learners can process facts by keeping tallies of which senses are used. Cooperative learning helps all learners by using strengths of partnerships.
Agreed.
v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Listening to the sounds of owls via the website utilizes technology to bring the story to life for the students.
Technology can also be used for extensions, poems can be compiled on a website or wiki, perhaps students my wish to look for owl habitat information on the web.
Agreed. There are numerous extensions to this lesson that could integrate technology tools.
· Collaboration
v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. This lesson maximizes the benefits of two educators co-teaching in that during the Presentation phase, both educators can model what will soon be taking place between pairs of students. Using two adults to model is much more effective than one educator attempting to explain what is expected of the students or one educator using a student volunteer, who does not have a clear understanding of what is expected. Another way this lesson benefits from collaboration is that there are two educators to monitor students at all phases and to offer one-on-one support as needed, which will lead to students receiving more individualized attention.
The think aloud strategy which helps learners be aware of their own thinking process may feel more “natural” when modeling lesson for students instead of just trying to explain process.
Yes! Having two educators to model and monitor is ideal particularly for teaching/learning a challenging strategy (using sensory images) through a sophisticated concept (figurature language).
· Assessment
v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. The Category Matrix graphic organizer will be assessed during this lesson as well as the students’ individual persuasive paragraphs, which will be evaluated with the aforementioned rubric.
The reflection portion of the lesson also helps students be aware of their own thinking process an important tool for learners.
Agreed. Educators must establish levels of achievement when using graphic organizers as assessment tools. Brava for including reflection as a self-assessment.
v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students are given the opportunity to self-assess their persuasive paragraph using the rubric prior to submitting it for grading by the teacher.
The reflection portion of the lesson is also a self-assessing tool.
Agreed.
· Standards
Reading and/or writing comprehend; vocabulary; determine the meaning of figurative language (similes); write persuasive text; paraphrase information; use literal and figurative language; use evidence from a text
Listening and speaking effectively listen and speak
Other content areas Tally marks are visual representations of numbers (math)
Information literacy recognize the need for information; develop and use successful strategies for locating information; organize for practical application; use information ethically; integrate information into one’s own knowledge
Educational technology Students can pursue personal interest and find more information on owls or owl habitats
Agreed. I would choose these TEKS for this lesson;
v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
TEKS - English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. *Copied from TEA website http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html
“(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery.”
“(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs;
(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;
(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.”
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
I would select fewer S4L indicators: See my choices at: http://storytrail.com/Impact/Chapter_4/main3.htm
v Which AASL indicators align with this lesson? Give both the number and the description for each.
§ Indicator 1.1.2: Use prior and background knowledge as context for new learning.
§ Indicator 1.1.4: Find, evaluate, and select appropriate sources to answer questions.
§ Indicator 1.1.6: Read, view, and listen for information presented in any format.
§ Indicator 1.1.9: Collaborate with others to broaden and deepen understanding.
§ Indicator 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
§ Indicator 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
§ 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.
§ 3.1.3: Use writing and speaking skills to communicate new understandings effectively.
§ 3.2.1: Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
§ 3.2.3: Demonstrate teamwork by working productively with others.
§ 3.3.7: Respect the principles of intellectual freedom
§ 4.4.4: Interpret new information based on cultural and social context.
Implementation
· Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
v Will this invitation to learn be effective in capturing students’ interest? Why or why not? The Motivation phase on Day 1 of this lesson plan involves students listening to an owl call via an owling website. This should capture students’ interest in that most elementary-aged students are intrigued by animals; hearing the actual call of an animal they are reading about should capture their interest. The Motivation phase on Day 2 of the lesson involves students voting on the most persuasive paragraph; this should also capture students’ interest. Students enjoy voting and making their opinion known, when they feel they have a say in the final outcome, they are more likely to be interested in participating.
I think any learning using our senses intrigues students since it is not the same old “read the book and answer the questions” type of work. Engaging the senses is powerful for all learners.
And since using sensory images is the strategy we are teaching...
v What are your ideas to increase student buy-in to this lesson? Give at least one. Because Owl Moon is illustrated, I think students would be interested in seeing actual photographs of owls to enhance their visualization throughout the lesson.
Use your knowledge of students to make lesson meaningful to them. For example, if you know students will be going to the zoo on a field trip you can talk about what owls are part of the zoo's population and tell them we are going to be learning more about owls before they go. Another way would be to get someone from the zoo to come in and talk to students – this could be related to school wide animal books and lessons.
Agreed. Never let a published lesson plan limit your creativity.
Student-friendly Objectives
o Day 1
§ Read Owl Moon with a partner.
§ Identify and use tally marks to record the senses used by the characters.
§ Identify and quote similes and metaphors that relate to each sense.
o Day 2
§ Compose a persuasive paragraph that uses evidence from the text and quoted or original figurative language.
§ Self-assess with the rubric.
v Are these objectives at the instructional level of the targeted students? Give an example.
These objectives follow along with the standards set by AASL. For example for standard 1.1.2 students should be able to, “Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.” (AASL, 19).
v Are there terms in these objectives that may need to be taught to students? Give an example. Students may need to be taught (or reminded) about the meaning and differences between similes and metaphors.
Agreed and that would be a natural part of this lesson. Educators can review these terms as they model.
Presentation
v Describe the modeling aspect of this lesson. On Day 1 of the lesson, the collaborating educators model the visualization that is expected to take place between the partners. On Day 2, the educators role-play a discussion of the predominant sense used in owling.
Educators model behaviors expected of students throughout the lesson.
Agreed.
v How are the benefits of two or more educators maximized in the presentation component? This lesson maximizes the benefits of two educators co-teaching in that during the Presentation phase, both educators can model what will soon be taking place between pairs of students. Using two adults to model is much more effective than one educator attempting to explain what is expected of the students or one educator using a student volunteer, who does not have a clear understanding of what is expected.
By modeling behavior educators show students instead of tell students which is a much more effective teaching tool.
Agreed. Modeling and think-alouds are key components of "how-to" strategy lessons. We should use them regardless of the content we are teaching in order to help learners follow our thinking processes.
Student Participation Procedures
or
Student Practice Procedures
o Day 1
§ Take turns reading one page at a time and listening/visualizing the story.
§ Take turns recording sense used by making tally marks.
§ Take turns quoting simile/metaphor quotes on a shared graphic organizer.
o Day 2
§ Review category matrix.
§ Discuss the sense used in owling with partner.
§ Compose an individual persuasive paragraph that uses evidence from the text and similes or metaphors to convince the reader that one sense is predominantly used in owling.
§ Self-assess the paragraph using the rubric.
v Are the directions clear? Give an example. The directions in the Student Practice Procedures are very clear. For example, it states to “take turns reading one page at a time and listening/visualizing the story;” this prevents any confusion or arguments erupting from how often each student should read.
Posting the objectives or procedures is also beneficial for both student and educator reference.
Guided Practice
v How are the benefits of two or more educators maximized in the guided practice component? During the guided practice component, there are two educators to monitor students at all phases and to offer one-on-one support as needed, which will lead to students receiving more individualized attention. More individualized attention allows educators the ability to field any questions and/or problems that come up.
Two educators monitoring during writing activities is a huge advantage in coteaching.
Closure
v Are students active in the closure component? What are students doing for closure? Students are active during the closure component. On Day 1, students share their tally marks, similes, and metaphors. On Day 2, students share their persuasive paragraphs and vote as a class as to which sense is most important in owling.
I like how the students are doing something active for closure and not just listening to the educators, this gives students the opportunity to engage in closure process instead of just processing.
Agreed.
Reflection
v How is the reflection component related to the learning objectives? The reflection component is related to the learning objectives in that it reflects on visualizing techniques and discusses how figurative language increases the effectiveness of sensory images, all of which are described in the objectives portion of the lesson.
The reflection portion of the lesson allows for the “summing up” of the lesson it's a chance to check in and make sure all objectives were met.
Agreed. Educators often summarize for students. We should make sure that students are active in both the closure and reflection portions of classroom-library collaborative lessons.
· Extensions
v What are your other ideas for extensions to this lesson? Describe at least one. One extension to this lesson would be for students to write and illustrate their own simile/metaphor booklet related to nature. This would connect to both the figurative language aspect of the lesson as well as the nature element in Owl Moon.
Another extension would be to bring in other content areas (Science) and find out things about owl habitats. This would connect the book to each reader by letting the students explore the question, “Where would be a good place for me to go owling?”
Brava for your extension ideas and for your thoughtful analysis of this lesson.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details.